CLIL童軍雙語教學對國中生童軍學習表現、學習動機及創造力之影響

Abstract

本研究旨在了解影響國中生經過CLIL（Content and Language Integrated Learning）童軍科雙語教學後，在童軍科及英文科學習表現、學習動機及創造力表現之關係。本研究使用的方法為準實驗設計研究法不等組前後測設計，以臺北市84名七年級學生為實驗對象，隨機分派成實驗組（CLIL雙語教學法）45名、控制組（全中文教學法）39名。經過教學九週共計18堂課，每節課45分鐘。以「童軍科學習動機量表」、「英文科學習動機量表」、「威廉斯創造性傾向量表」、「新編創造思考測驗─竹筷子的不尋常用途」、「童軍繩結單元課程試卷」、「童軍雙語課程英文試卷」、「英文科段考成績」、「學生質性回饋建議」、「學習單」及「觀課紀錄」作為研究工具，透過資料進行分析。研究結果發現：1. CLIL雙語教學融入童軍課程後不影響學生對童軍課程的學習動機。2. CLIL童軍雙語教學對國中生英語學習動機有部分正向影響，尤其在學習情境層面上更具有顯著提升，顯示教學情境在雙語教學中的重要性。3. CLIL童軍雙語教學不影響學生在童軍課程上的學習表現。4. CLIL童軍雙語教學後實驗組在語言學學習目標的達成率高且達到顯著。5. CLIL童軍雙語教學後實驗組在變通力提升效果最為顯著。最後依據研究結果，探究雙語教育之意義與價值，並對未來研究及國中雙語教育相關實務提出建議。

The purpose of this study was to understand the relations between the learning performance, learning motivation, and creativity performance of Scouting and English after CLIL（Content and Language Integrated Learning） bilingual education.This study was conducted with 84 students in Taipei. In the study, 45 seventh grade students were randomly assigned into experimental group (CLIL bilingual teaching), and 39 seventh grade students were randomly assigned into control group (Chinese teaching). The"Scouting Motivation Scale", "English Motivation Scale", "Williams Creative Tendency Scale", "New Creative Thinking Test - Unusual Uses of Bamboo Chopsticks", "Scouting Unit Course Test", " Bilingual Scouting Course English Test", " English Exam Results", " Students’s qualitative Feedback", “Worksheet” and “Class Observation Record” were used as the research tools. This study found that: 1. Scout CLIL bilingual education did not affect students' motivation to learn Scouting curriculum. 2. ScoutCLIL bilingual education has positive effect on the motivation of English learning, especially at the learning situation, indicating the importance of learning situation in bilingual education.3. Scout CLIL bilingual education did not affect students' learning performance in Scouting. 4. The attainment rate of the language learning objectives of the experimental group after Scout CLIL bilingual education was high and significant. 5. The experimental group has the most significant effect on the improvement of fluency after Scout CLIL bilingual education.

Finally, based on the results of the study, the significance and value of the study will be made for future research and practice related to bilingual education in junior high schools.